Unit5Music教学设计
《Unit5Music》教案高中必修2英语-5068儿童网
《Unit5Music》教案高中必修2英语 - 5068儿童网教科书语法项目呈现相对集中,便于教学。
教师可帮助学生复习并加深理解,提高他们的实际运用能力。
下面是小偏整理的《Unit5Music》教案高中必修2英语，感谢您的每一次阅读。
《Unit5Music》教案高中必修2英语教学准备教学目标1.知识目标：1)Studentsshouldlearnsomeusefulwordsandphrases:musician,cla p,passer-by,form,extra,earn,advertisement,2attractive,instrument,loosely, actordreamof,behonestwith,playjokeson,orso,breakup.3)Student sshouldunderstandthegeneralideaofthepassage2.语言能力目标：1)DeveloptheSs’skillsofskimming,scanningandcarefulreading.2)TraintheSstofindt hekeywordsandthetopicsentences.3)EncouragetheSstoguessthe newwordsaccordingthereading.3.情感态度与文化意识目标：1)EncouragetheSstosharethedifferentkindsofmusic.2)Improvethe cooperationandshareamongthestudents.教学重难点1、教学重点：a.Tounderstudendthepassagebetterb.Tofindthemainideaofeachp aragraph2、教学难点：a.Masterthereadingabilityb.Developtheskillsofreading教学过程教学设计本节课共45分钟，具体教学步骤如下：StepILeading-in播放一段小视频，内容为歌曲Ifyouarehappy的英文版本，通过介绍演唱乐队twins引出本单元话题。
Book 2 Unit 5 Music 大单元教学设计 人教版必修第二册单元整体教学设计
Book2UnitSMusic单元主■及遢直观念I1构就
单元目标
1.了解中外常见的不同类型的音乐特点和表现形式，在日常交际中得体恰当地表达关于音乐的偏好和喜爱。
2.阅读介绍虚拟合唱团及其创始人的说明性文本，理解和体会音乐在日常生活和社会发展过程中的积极作用。
并对
虚拟合唱团的评价，评价其价值和意义。
3.阅读和体会公众演讲文本所传递的信息和情感，分析和把握其语言特征和手修辞手法，写一篇关于音乐积极作用
的演讲短文。
通过本节课学习，学生能够:
1预测通知类听力文本内容，从而根据要求筛选获取重要信息。
2说出通知类听力文本的语言特点和结构特点。
3能够根据文中对话所呈现的这场音乐会通知的关键信息制作一份音乐会口头通知。
备课人李培睿学科高一英语
备课人李燕玲学科。
高中英语_Unit 5 Music教学设计学情分析教材分析课后反思
本单元的话题很容易使学生兴趣盎然，思路开阔，有话可谈，作者先以设问的方式引发学生从个人的梦想，生活经历和熟悉的人物等角度来思考或许某一天也可能发生在自己生活中的事，即富有和成名，来逐步切入本文的中心话题本节课的学习目标是学习写一封建议信，按照短语，句子，文章的顺序完成，进行的比较顺利，完成了需要达到的学习目标。
同学们在小组讨论中积极发言，虽然展示的句子有个别错误，但在篇章布局和句子结构上已基本达到既定目标。
在本课的学习中，无论是短语的铺垫还是句子的练习，都为最后的作文做了充足的准备。
本单元的话题是“音乐”和“音乐类型”，内容分三个文段展开，涉及门基乐队，费雷迪和他的乐队等子话题，而其中主篇课文是围绕着门基乐队的形成和成长历程展开的。
用复习的写建议信的单词短语句型, 给世界野生动物保护基金会写一封求助信。
调查研究证明，中国江豚受人类活动影响而濒临灭绝，目前总数不足1,000只。
假设你是李华，请用英文给WWF写一封信，请他们关注这个现象并提供帮助。
内容包括：①说明写信目的；②简述江豚现状；③希望WWF如何帮助。
本节课的课前课中课后环节都突出了学生在评价中的主体地位，有效促进了学生英语学科核心素养的形成，学生在参与这些活动的同时，发展了听说读写看的能力，学生在中外文化的对比中汲取了正确的世界观和价值观，提升了对比、分析、综合、归纳等思维品质，展示了自主学习、拓展学习、合作学习等方面的学习能力。
在今后的教学中，应着重培养学生的书法练习。
普通高中英语课程的具体目标是培养和发展学生在接受高中英语教育后应具备的语言能力、文化意识、思维品质、学习品质、学习能力等学科核心素养。
本节课涉及的是文化意识目标：获得文化意识，理解文化内涵，比较文化异同，汲取文化精华，形成正确的价值观，坚定文化自信，形成自尊、自信、自强的良好品格，举备一定的跨文化沟通和传播中华文化的能力。
高中英语人教版必修2Unit 5 Music教学设计
Unit 5 Music 教学案Part One: Teaching Design (第一部分：教学设计)Period 1: A sample lesson plan for reading(THE BAND THAT WASN’T)Aims◆To learn to talk about kinds of music◆To learn to read about bands◆To study The Attributive Clause (in/ for/ with/ by＋which/ whom)◆To learn to write an e-mailProceduresI. Warming upWarming up by describingGood morning，class. Today we are going to talk about an interesting topic --- music. As we know，music is a kind of art of making pleasing combinations of sounds in rhythm，harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work，which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music？Can you tell about different kinds of music？Now turn to page 33，look at the pictures，read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.Warming up by discussingHi，everyone. Do you like music？How much do you know about music？Can you tell about the different kinds of music？Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.Classical music Country music Rock ‘n’ RollRap Orchestra Folk music 、Yes，you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better，Chinese or Western，classical or modern？Why？How does music make you feel？Why do you like to listen to music？Let’s discuss these questions in small groups. Try to share your opinions with one another.II. Pre-reading1.Thinking and sayingHave you heard about any of the famous bands in the world？List some if you can.For referen ce: I’ve heard about “The Beatles”，“Back Street Boys”，“The Eagles”，“West life” and “Pink Floyd”.2.Listening，talking and sharingLet’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why？Then the group leader is to stand up and share the group idea with the class.For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances，we will feel relaxed，amused，and their performances make us think a lot about life.Do you know anything about “The Monkees”？For referenc e: “The Monkees” is a band that was first popular in the 1960s in America.Unlike most bands of the time，the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith，Mickey Dolenz，Davy Jones，and Peter Tork. All themembers had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.III. Reading1.Reading aloud to the recordingNow please listen a nd read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice，too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from THE BAND THAT WASN’Tdream of doing ，at a concert ，with sb. clapping and enjoying …，sing karaoke ，be honest with oneself，get to form a band，high school students，practice one’s music，play to passers-by，in the subway，earn some extra money，begin as a TV show，play jokes on…，be based loosely on…，the TV organizers，make good music，put an advertisement in a newspaper，look for rock musicians，pretend to do sth.，the attractive performances，be copied by…，support them fiercely，become more serious about…，play their own instruments，produce one’s own records，start touring，break up，in the mid-1980s，a celebration of one’s time as a real band3.Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning，the middle or the end of the paragraph.1st paragraph: How do people get to form a band？2nd paragraph: Most musicians meet and form a band.3rd paragraph: One band started as a TV show.4th paragraph: “The Monkees” became even more popular than “The Beatles”.3.Reading and transferring informationRead the text again to complete the tables，which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.How do people get to form a band ？ MembersHigh school studentsReasonsThey like to write and play music. PlacesThey practice their music in someone’s home. FormsThey may play to passers-by in the street or subway. Results They can earn some extra money. They may also have a chance todream of becoming famous.How was The Monkees formed and became a real band ？The Monkees in 1968 (left to right): Micky Dolenz ，Peter Tork ， Mike Nesmith & Davy Jonesbeginningof thebandIt began as a TV show. styleof the performanceThey played jokes on each other as well as played music. firstmusic and jokesMost of them were based loosely on the band called “The Beatles”. development of theband They became more serious about their work and started to play their own instruments and write their own songs like a realband. They produced their own records and started touring andplaying their own music.changes of the band The band broke up in about 1970， but reunited in themid-1980s. They produced a new record in 1996， which was acelebration of their time as a real band.4. Reading and understanding difficult sentencesAs you have read the text times，you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1，2，3 and 4.Closing down by having a discussionDo you think the TV organizer s were right to call “The Monkees” a band when they did not sing or write their own songs？Why？For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.Do you agree that the jokes were more important than the music for this band？Give a reason.For reference: Yes. I think it is the jokes that really attract more fans.No. I think the purpose of forming a band is getting people to enjoy the spirit of music.It’s more important than playing jokes just to make people laugh.Closing down by retelling the form of the band The Monkees.I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.For reference: begin as a TV show，the TV organizers，look for，put an advertisement in a newspaper，use actors for the other members of the band，pretend to singPeriod 2: A sample lesson plan for Learning about Language(The Attributive Clause (in/ for/ with/ by＋which/ whom).AimsTo help students learn about the Attributive Clause with a preposition in front.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1，2 and 3 first. Check your answers against your classmates’.II. Learning about grammar1.Reading and thinkingTurn to page 34 and r ead with me the text of THE BAND THAT WASN’t. As you read on，pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom)，that is，the attributive clauses with a preposition ahead of the relative pronoun shown in the sentences.For reference: The musicians of whom the band was formed played jokes on each other as well as played music. However，after a year or so in which they became more serious about their work，“The Monkees” started to play their own ins truments and write their own songs like a real band.2.Doing exercises No. 1 and 2 on page 35Turn to page 34. Look at the two sentences:The musicians of whom the band was formed played jokes on each other as well as played music.However，after a year or so in which they became more serious about their work，“The Monkees” started to play their own instruments and write their own songs like a real band.Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause，with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure.1.This is the reason for which he left his hometown. (=why)2.I’ll never forget the day on which we stayed together. (=when)3.This is the girl from whom I learned the news.4.The person to whom I spoke just now is the manager that I told you about.5.I’ll show y ou a store in which you may buy all that you need.(=where)6.I don’t like the way in which you laughed at her.(=that)Now go on to do Exercise No. 2 on page 36，that is，to sort out the sentences.III. Ready used materials for The Attributive Clause (in/ for/ with/ by＋which/ whom)In formal styles we often put a preposition before the relative pronouns which and whom: ∙The rate at which a material heats up depends on its chemical composition.∙In the novel by Peters，on which the film is based，the main character is a teenager.∙An actor with whom Gelson had previously worked contacted him about the role.∙Her many friends，among whom I like to be considered，gave her encouragement.Notice that after a preposition you can’t use who in place of whom，and you can’t use that or zero relative pronoun either:∙Is it right that politicians should make important decisions without consulting the public to whom they are accountable？(not --- the public to who they are accountable.) ∙The valley in which the town lies is heavily polluted. (not --- The valley in that the town...) ∙Arnold tried to gauge the speed at which they were traveling. (not --- the speed at they were traveling.)In informal English we usually put the preposition at the end in attributive clauses rather than at the beginning:∙The office which Graham led the way to was filled with books.∙Jim’s footballing ability，which he was noted for，had been encouraged by his parents.∙The playground wasn’t used by those children who it was built for.In this case we prefer who rather than whom (although whom is used in formal contexts). In restrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (e.g. ...the children (that) it was built for).If the verb in attributive clauses is a two-or-three-word verb (e.g. come across，fill in，go through，look after，look up to，put up with，take on) we don’t usually put the preposition at the beginning:∙Your essay is on e of those (which/that) I’ll go through tomorrow. (rather than...throughwhich I’ll go tomorrow.)∙She is one of the few people (who/that) I look up to. (not ... to whom I look up.)In formal written English，we often prefer to use of which rather than whose to talk about things:∙A huge amount of oil was spilled，the effects of which are still being felt. (or...whose effects are still being felt.)∙The end of the war，the anniversary of which is on the 16th of November，will be commemorated in cities throughout the country. (or...whose anniversary is on...) Note that we c an’t u se of which in place of whose in the patterns described in Unit 71B:∙Dorothy was able to switch between German，Polish and Russian，all of which she spoke fluently. (not..，all whose she spoke...)We can sometimes use that...of in place of of which. This is less formal than of which and whose，and is mainly used in spoken English:∙The school that she is head of is closing down. (or The school of which she is head...)Whose can come after a preposition in attributive clauses. However，it is more natural to put the preposition at the end in less formal contexts and in spoken English:∙We were grateful to Mr. Marks，in whose car we had traveled home. (or...whose car we had traveled home in.)∙I now turn to Freud，from whose work the following quotation is taken. (or...whose work the following quotation is taken from.)IV. Closing down by doing exercises:Join the sentence halves using which or whom after an appropriate preposition. (A)a. I would never have finished the work.b. It was primarily written.c. We know nothing.d. They got a good view.e. He learned how to play chess.f. Dennis scored three goals in the final.g. She was born.h. It was discovered.1.They climbed up to the top of a large rock.2. I would like to thank my tutor.3. She has now moved back to the house on Long Island.4. The star is to be named after Patrick Jenks.S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children.8. There are still many things in our solar system.Key for reference:1.They climbed up to the top of a large rock，from which they got a good view.2. I would like to thank my tutor，without whom I would never have finished the work.3. She has now moved back to the house on Long Island，in which she was born.4. The star is to be named after Patrick Jenks，by whom it was discovered.S. This is the ball. Dennis scored three goals in the final.6. He is now able to beat his father，from whom he learned how to play chess.7. The book is enjoyed by adults as well as children，about whom it was primarilywritten.8. There are still many things in our solar system，about which we know nothing.Are these correct or appropriate？If they are，put a√. If they are not，give a reason，correct them and give alternatives if you can. (A)I. It's a piece of jewelry across which I came in an antique shop. --- which I came across in an antique shop. (‘came across’ is a two-word verb.)2. The extra work which she took on was starting to affect her health.3. My mother，after whom I looked for over 20 years，died last year.4. The people whom I work with are all very friendly.5. Some of the criticisms with which they had to put up were very unfair.6. He had many friends with whom he had a regular correspondence.7. The woman to who he is engaged comes from Poland.8. The forms which I had to fill in were very complicated.Rewrite these sentences so that they are more appropriate for formal written English. Usepreposition + which or preposition + whose，as appropriate. (B)I. Tom Sims，whose car the weapons were found in，has been arrested. Torn Sims，in whose car the weapons were found，has been arrested.2. Tom Ham，whose novel the TV series is based on，will appear in the first episode.3. Dr Jackson owns the castle whose grounds the main road passes through.4. Tessa Parsons is now managing director of Simons，the company that she was once a secretary in.5. Allowing the weapons to be sold is an action that the Government should be ashamed of.6. The dragonfly is an insect that we know very little of.Period 3: A sample lesson plan for Using LanguageAimsTo read the s tory about Freddy and then enjoy and understand Beatles’ songs.To use the language by reading，listening，speaking and writing.ProceduresI. Warming up by listening and writingTurn to page 37 and read these sentences before listening to the tape. Then listen to the tape and decide true or false.II. Guided reading1. Reading and translatingRead more about F reddy’s life and translate it into Chinese paragraph by paragraph.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from Freddy’s lifebecome famous，visit Britain on a tour，wait for hours to get tickets for the concerts，be confident，enjoy singing and all the congratulations，the most exciting experience，sing in a TV program called “Top of the Pops，wear an expensive suit，give a performance to a TV camera，go wrong，not go out without being followed everywhere，wear sunglasses，hide in railway stations，one’s personal life，become too painful for sb.，pack one’ s bags3. Doing exercisesNow you are going to do exercises No. 3，4 and 5 on page 38 following the article.Ex3: Here are the incorrect sentences which should be crossed out.1. Freddy and his band always loved being pop stars.2. His favorite program was “Top of the Pops”.3. Things went wrong because Freddy and his band hid themselves.4. They realized they had to go because they were painful.Exercise 4 Answer these questions:1. This is an open question by which students are asked about their opinions.Answers may vary.2. Answers may vary but there is information in the reading passage that may include:--- becoming rich；--- doing a job you want to do；--- having many fans；--- people enjoying your music.3. Answers may vary but information may include:--- peaceful and quiet；--- a private life away from crowds；--- a personal life which others do not discuss.Exercise 5: The main idea is No. 3. This is a story about a band that became famous and did not like it. Only No. 3 best summarizes the main idea，while all the others reflect just part of the main idea. At first，Freddy and his band wanted to be famous，but when he became famous，they were always being followed wherever they went，which they found painful.III. Guided writing1.Writing a letter for advicePlease turn to page 38 writing. Let’s read the instructions.You and your friends want to start your own band. However，you have never played ina band before. You write an e-mail to Freddy for his advice. The e-mail is started for you，but you have to finish it.You’d bett er do some brainstorming in small groups before writing your letters. You should follow the procedure for brainstorming and outlining introduced in Module 1 Unit 2.Writing tips:1. In groups discuss some questions you would like to ask Freddy.2. Make a list of them and choose the best questions.3. Share your ideas with another pair；discuss all questions and then decide whichones you want to ask Freddy.4. Use each question to start a new paragraph.5. Write your question first；then add extra information to show Freddy why youneed help.6. Finish the letter politely and thank Freddy for his help.2.Reading Freddy’s replyLet’s read Freddy’s reply and answer the questions:--- How was Freddy’s band formed？--- What advice does Freddy give？3.Writing a note and a paragraphPlease turn to page 74. Now in pairs you are going to decide on the best way to tell a foreign friend about one kind of Chinese folk music. What do you think they need to know before they can enjoy it？Why do you like it？Who are your favorite singers？Discuss it with your partner and write notes to remind you of your most important ideas. Then write a paragraph telling your foreign friend about the type of Chinese folk music you have chosen. Use a dictionary and other reference books to help you.IV. Further applyingFinding informationGo to the library to read or get online to search in order to find more information on music and musicians. Take notes of your findings and report them to your group mates next Monday morning.V. Closing down by filling a formMake use of the text and others to fill in the form below.How do people form a bandMembersReasonsPlacesFormsResultsClosing down by describing a bandTo end this period，I am going to have two of you to describe to the class a band whom you appreciates. Who’d like to speak first？Part Two: Teaching Resources (第二部分：教学资源)Section 1: A text structure analysis of THE BAND THAT WASN’TI. Type of writing and summary of the ideaType of writing This is a piece of narrative writing.Main idea of the passage The band The Monkees was formed in quite adifferent way. It started as a TV show，with musiciansplayed jokes on each other as well as played music，based loosely on the band called The Beatles. As timewent on，their attractive performances gained fiercelysupport from their fans. With their own particular style ofperforming their band at last became very popular in theUSA.Topic sentence of 1st paragraphHave you ever wanted to be a famous singer or musician？Topic sentence of 2nd paragraphMost musicians meet and form a band because they like to play music.Topic sentence of 3rd paragraphHowever，there was one band that started in a different way.Top sentence of 4th paragraphTheir attractive performances were copied by other groups and their fans supported them fiercely.II. A tree diagramIII. A retold passage of the text1. A possible version:Being a famous singer or musician may be the dream of many people. Becoming a member of a band may help you realize the dream. But just how can people form a band ？Most musicians often meet and form a band for they are congenial with each other. High school students may also form a band to practice music together or sometimes play in the street to passers-by to earn some extra money ， which is also a chance to realize their dreams of becoming famous.However ， There was a band which was started in quite a different way. The musicians of whom the band was formed played jokes on each other and played music ， loosely based on the Beatles. Their exciting performances were copied by other groups and were fiercely supported by their fans. That band was The Monkees. After a year or so ， The Monkees became more serious of their work ， playing their own instruments and writing their own music. Though it broke up in 1970， it reunited in the mid-1980s and is still popular today.Section 2: Background information on music ， musicians and the band The MonkeesI. Different types of music:Folk music Dreaming of being a famous musician or singer.How musicians form bands. How The Monkees got their start. How The Monkees became serious about the music business.It has been passed down from one generation to another. At first it was never written down. People learned the songs from their families，relatives，neighbors and friends in the same village. These songs were about the country life，the seasons，animals and plants，and about love and sadness in people’s lives.Pop musicIt is a kind of modern music with a strong beat and not of lasting interest，especially just favored for a short time by younger people•Rock ’n’ RollIt is also called rock and roll，a kind of modern music with strong beat，played loudly on electrical instruments，in which the singer repeats the same few simple words.JazzJazz was born in the USA around 1890. It came from work songs sung by black people and had its roots in Africa. Jazz started developing in the 1920s in the southern states. Soon it was played by white musicians，too，and reached other parts of the USA.African musicIt plays an impor tant part in people’s lives，especially for work，and at festivals and weddings，when people dance all night long.Indian musicIt’s not written down. There is a basic pattern of notes which the musician follows. But a lot of modern music is also written. India also produces films with music，and millions of records are sold every year.Music in the CaribbeanThe slaves who were brought from Africa developed their own kind of music. West Indians make musical instruments out of large oil cans. They hit different parts of the drum with hammers to produce different notes. This type of music has become very famous in Britain and is very good music to dance to.II. Famous musicians:Joseph Haydn(1732-1809)was an Austr ian composer and is known as “the father of the symphony”. Other composers had written symphonies before Haydn，but he changed the symphony into a long piece for a large orchestra.He was born in a village in Austria，the son of a peasant. He had a beautiful singing voice. After studying music in Vienna，Haydn went to work at the court of a prince in eastern Austria，where he became director of music. Having worked there for 30 years，Haydn moved to London，where he was very successful.Wolfgang Amadeus Mozart (1756-1791)was a composer，possibly the greatest musical genius of all time. He only lived 35 years and he composed more than 600 pieces of music.Mozart was born in Salzburg，Austria. His father Leopold was a musician and orchestra conductor. Wolfgang had musical talent from a very early age. He learned to play the harpsichord in a concert for the Empress of Austria.By the time he was 14，Mozart had composed many pieces for the harpsichord，piano and violin，as well as for orchestras. While he was still a teenager，Mozart was already a big star and toured Europe giving concerts. Haydn met Mozart in 1781 and was very impressed with him. “He is the greatest composer the world has known，” he said. The two were friends until Mozart’s death in 1791.Ludwig van Beethoven (1770-1827)was born in Bonn，Germany. He showed musical talent when he was very young，and learned to play the violin and piano from his father，who was a singer. Mozart met Beethoven and was impressed by him. “He will give something wonde rful to the world，” he said. Beethoven met Haydn in 1791，but was not impressed by the older man. After they had known each other for many years，Beethoven said，“He is a good composer，but he has taught me nothing.” However，it was Haydn who encouraged Beethoven to move to Vienna. Beethoven became very popular in the Austrian capital and stayed there for the rest of his life. As he grew older，he began to go deaf. He became completely deaf during the last years of his life，but he continued composing.III. Musical instrument 乐器saxophone electrical equipment pianoguitar fluteV. What are the functions of music ？•Make things more lively and interesting•Make things better for pe ople to understand and enjoy•Express people’s feeling•Make people feel good•Help people forget their pain•Attract people’s attention•help people to remember things wellVI. The introduction of the band The MonkeesThe Monkees were a four-person band who appeared in an American television series of the same name ， which ran on NBC from 1966 to 1968. The Monkees were formed in 1965 in LosAngeles，California and disbanded in 1970. At their peak they were one of the most popular musical acts of their time.Several reunions of the original lineup have taken place. The first reunion lasted from 1986 to 1989，and a second regrouping took place between 1996-1997. The Monkees last worked together for a brief period in 2001.Section 3: Words and expressions from Unit 5 THE BAND THAT WASN’TI. Words for Readingclassicaladj. (of music)put together and arranged(composed) with serious artistic intentions；having an attraction that lasts over a long period of time(as opposed to popular or folk music)(音乐)古典的Bach and Beethoven wrote classical music. the classical music of India/ the classical symphonyrollvt.&vi. 1. to (cause to) move along by turning over and over(使)滚动We rolled the barrels of oil onto the ship. Tears were rolling down her cheeks. 2. to move steadily and smoothly along(as) on wheels(车轮)滚动；转动The train rolled slowly into the station. The waves rolled over the sand. 3. (of a ship)to swing from side to side with the movement of the waves摇摆；摇晃The ship rolled so heavily that we were all sick.4. keep the ball rolling: to keep things active and moving(使事情，工作等)继续进行下去；不松懈5. set the ball rolling: to be the first to do something，hoping that others will follow带动；带头(希望他人跟随)I’ll sing a song first，just to set the ball rolling.folkadj. of，connected with，or being music or any other art that has grown up among working and/or country people as an important part of their way of living and belongs to a particular area，trade，etc.，or that has been made in modern times as a copy of this(音乐；艺术)民间的；民俗的folk music/ folk songs/ Chinese folk art/ give a folk concert/a folk singerjazz n.爵士音乐traditional jazz/ modern jazz/ jazz music/ a jazz bandmusician n.音乐家a fine musiciandreamn. 1. a group of thoughts，images，or feelings experienced during sleep梦2. sth. imaged，。
unit5-music-教学设计
A Teaching Plan for Book TwoUnit Five Music学院：外国语学院班级：13级英语1班姓名：马琴学号：41304017学科：英语教材版本：人教版年级：高一课时：必修2第5单元第1课时A Teaching Plan for Book TwoUnit Five MusicⅠ. Teaching aims：After the lesson, students will be able to:A. Knowledge aims:1.Further understand the text and enlarge their vocabulary.2.learn some basic information about the music;3.learn some useful expressions and sentences in the text:◆To be honest，a lot of people attach great importance tobecoming rich and famous.◆So during the broadcasts they just pretended to sing.◆Then they produced their own records and started touring andplaying their own music.B. Ability aims:1.Foster their ability to comprehend passages, especially their abilityof analyzing the structure of this article.2.Learn how to scan the text and get useful information.C. Emotional aims and culture awareness:1.Learn the knowledge of the music and arose students'great interest inmusic and let them like music.2.Learn the spirits of the music and improve t he students’ spirits ofcooperation.3.Know the development of the MonkeesⅡ. Analysis of characteristics of the learners：A. Cognitive characteristics:1.Thinking way:At this period, the students are not good atabstract thinking but concrete thinking. So as teachers, we should use some concrete materials to help them comprehend the text. What’s more, the students are willing to think at this period and we should often encourage them to think more.2.Attention: As we all know, students cannot focus on one thing for along time, so in the teaching process, we should keep the class actively and change the way of teaching from time to time and then to draw the students’ attention.B. Knowledge base :Students have been learning English for at least six years and they were just elected by Senior High School Entrance Exam, they have relatively good knowledge base of English learning so they have gained some basic reading skills and accumulated some knowledge in class. It is not too difficult for themto comprehend this text. But their English levels are different, so we should take into the different account when we teach, and encourage all of them to be active in the class.C. Nonintellectual factor:As we all know, music can be listened to everywhere in our life. We should make full use of the interests and let them change the interests into motivation of study. In class, we can arouse the students’ emotion to keep them active and make the class atmosphere free and easy. Furthermore, we should give students some chances to practice themselves, so we can let them show up and encourage the silent students to be active. All these are beneficial to their study. However, they are teenagers so they are restless, curious and eager to see new sights. Most of them dream of travelling around the world. Hence they will be very interested in the contents of this unit. That is very beneficial to arousing their enthusiasm of learning.Ⅲ. Analysis of the teaching contents:This unit is about the music which is the most important part in our life. From this unit, the students should know some basic information about it. This class is a reading class and we will learn the text THE BAND THAT WASN'T. It describes the Monkees which wasn't a real band at first but they worked together after that, finally they became a real band. The text shows us that students the importance of the spirit of hard working and cooperation.After reading, the students can know more and more about the Monkees. IV. Teaching important points:1.Enable the students to know some information of theMonkees.2.Foster the students’ reading ability.3.Talk about the different kinds of music.V. Teaching difficult points:1.Based on the reading lesson, i mprove the students’ abilities to listen,speak, read and write.Train the students’ ability to grasp keyinformation and comprehend the text while reading2.Help the students build the habit of self-teaching by using the readingskills.3.Enable students to learn to enjoy different kinds of musicVI. Teaching methodology:1. Communicative Language Teaching (CLT);2. Task-based Language Teaching (TLT);3. Grammar—translation Language Teaching.Ⅶ. Teaching aids：1. Multi-media2. The traditional teaching tools such as blackboard and chalks and so on. Ⅷ. Learning strategy:1. Cooperative Learning(合作学习)2. Autonomous Learning（自主学习）3. Learning by being told(讲授学习)Ⅸ. Teaching procedures：A.leading in: Do you like music？How much do you know the music? Canyou tell the different kinds of music? Now turn to passage 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.B.Pre-reading:4.Thinking and Saying: talk about the famous bands in the world. (P33pre-reading) Ask the students: Have you heard about any of the famousbands in the world? List some of you have.(‘The Beatles’, ‘Back Street Boys’, ‘SHE’, ‘TF Boys’, ‘Beyond on’,and so on.)5.Listening, talking and sharing,Play some pieces of music from different bands. Work in pairs of 4 andtell group members which band you like best, and why? Then the oneof the group member is to stand up and share the idea with the class.Do you know anything about “The Monkees”?(I will divide the whole class into some groups. Every student cananswer the questions.)C.While-reading;1. SkimmingListen to the recording of the text THE BAND WASN'T. Then ask some students to tell the main idea.Skim the text and underline the topic sentences of each paragraph.2. ScanningRead the text again to finish the tablesThe MonkeesTask 1: Do the exercise T or F;(1)Most musicians like to form a band because they enjoy playingto passers-by in the street. (F)(2)Bands in American are all formed by high school students. （F）(3)Only the band “The Monkees” is mentioned in the text. (F)(4)It was “The Beatles” that started in a different way. (F)(5)It was hard for the TV organizers to look for good rock musicians.(T)(6)Though the band pretended to sing at first, they were popularwith fans. (T)(7)“The Monkees” never pl ayed their own songs. (F)D.Post-reading;e the finished form to introduce the Monkees to your partner.2.Choose the adjectives that you think best describe “TheMonkees”. Give your reasons.prehending: Pair workFrom what we have learned from this text, please write a short passage.(After fast reading and careful reading, the students have gained both the general meaning and detailed information about the text. We can help them retelling the text by this way. It can train the students’ ability of summari zing and expressing.)F. Summary:As we have finished the passage, we’ll sum up what we have learned. We know the basic knowledge of a band and the importance of cooperation.(This part can help the students review what they had learned in this class and strengthen their knowledge.)Ⅺ. Assignment: From what we have learned from this text, please write a short passage about a band you knew.、-----WORD 格式--可编辑--专业资料-------完整版学习资料分享----Symbols:The teaching contents and the teacher ’s activitiesThe students ’ activitiesThe use of the multimedia。
Unit5Music全单元教学设计（新课标版高一英语必修二教案教学设计）
Unit5Music全单元教学设计（新课标版高一英语必修二教案教学设计）Unit 5 Music广东省广州市第43中学黄小红【教学内容分析】本单元的话题是音乐（music）。
音乐是学生熟悉而喜爱的话题。
但许多同学对“音乐”的概念理解较狭窄，甚至以为流行音乐就是音乐的全部，对其他形式的音乐及其相关知识了解甚少。
通过对本单元的学习，带学生走进音乐的殿堂，帮助学生了解有关的音乐知识，同时潜移默化地培养审美的情趣，引导学生对社会生活、价值观、人生观等进行深入的思考。
热身(Warming up)部分提供了八幅图及八段不同形式的音乐，要求学生听音乐进行配图活动，并讨论对音乐的感受及喜好的原因。
这部分的目的是呈现本单元的中心话题－音乐，激活学生头脑中关于“音乐”的图式，激发他们对此话题的兴趣，为整个单元的学习做好铺垫作用。
读前（Pre-reading）提出三个问题，引导学生谈论有名的乐队。
在学课文前拓展学生的思维，为学课文做好准备。
阅读（Reading）部分介绍了知名乐队Monkees 的相关情况。
这是一篇富含信息量，以音乐作为一个侧面反映了近几十年来美国社会和价值观变化的文章。
理解（Comprehending）设计了四种题型，第一题要求学生用合适的形容词归纳乐队的特点，第二题是连线题，旨在加深对课文的理解，让学生学会正确理解句子。
第三题是开放性的思考题，让学生基于对课文的理解上发表个人的看法。
第四题是归纳段意题，让学生掌握一般说明文的阅读、写作方法。
语言学习（Learning about language）部分包括词汇和语法学习两部分，教材中设计了相关的语境帮助学生学习和掌握有关音乐的词汇。
其中第三题是一个开放性题，通过做游戏，帮助学生正确使用短语dream of与to be honest with。
语法部分主要是引导、启发学生结合阅读内容，去发现、归纳、感悟目标语言结构――介词＋which(whom)引导的定语从句。
高中英语必修二Unit5_Music教案
Unit5 Music （一）[教学目标]：一、知识与技能1、掌握话题语言的运用、就熟悉的音乐话题表达看法；2、了解各种各样的音乐形式，深化对音乐的认识；3、学会从一般文字资料中获取主要信息、思考话题背后的更深层次的内容，学会深入发掘和探讨。
二、过程与方法1、听音乐，感受音乐风格；2、分组讨论、合作练习；3、结合所知，分类整理与归纳。
三、情感态度与价值观1、增添音乐欣赏趣味，提高音乐修养；2、懂得在日常交流中与他人分享各种学习资源、理解并尊重他人；3、培养合作精神和积极乐观的人生态度。
[教学重点]：1、掌握有关音乐的单词、熟练运用课文中所出现的重要词汇与短语2、学习由介词+which/whom引导的定语从句3、进一步熟悉有关建议与偏好的表达方式[教具准备]：多媒体、音乐文件[引入新课]：提出问题；同学们最喜爱的音乐类型是什么？理由？[讲解词]：音乐是我们日常生活中表达喜悦、忧伤、幸福、忧愁等诸多情感的媒介，也是大家十分喜爱的艺术形式，要让大家说出自己喜爱的歌手或者音乐家我相信大家一定可以说出好多来。
今天我想和同学们探讨一下，大家平时喜爱的音乐类型，对这些音乐类型的了解和体会，我也很想听听同学们对这些音乐类型的看法，给大家讲讲为什么喜欢这种音乐类型？（选若干同学们回答）（适当总结学生所讲）同学们对所喜爱的音乐类型理由的阐述也是各有道理，所谓萝卜白菜各有所爱，每个人都有自己独特的个人喜好，对音乐类型的偏好也是如此。
也许某一天你们之中有人会成为音乐家，或者有人会成立乐队，给大家带来好听的音乐作品，丰富大家的精神生活。
[讲授新课]：一、介绍门基乐队[提出问题]：同学们有没有听过门基乐队？门基乐队有哪些作品？[学生讨论]：对门基乐队的了解。
门基乐队是一只美国本土乐队，由四人组成，于二十世纪60年代兴起，最初，乐队成员是应一则电视广告走到一起的。
主要作品有《Waiting For The Sun》、《The Unknown Soldier》、《The Soft Parade》、《Morrison Hotel》[运用教具]：播放门基乐队的《I'm a believer》给学生听，使他们亲耳感受门基乐队的风格特点。
Unit5Music大单元整体教学设计-高中英语人教版
高一英语大单元整体学习学程设计U5 MusicExplore different aspects about music班级：_________________小组：_________________姓名：_________________单元概述【单元内容】The theme of this unit is music.The relationship between music and modern tech nology willthen be examined.We will also learn about music festivals and also speech giving,exp ressingopinions on music,its power and influence.Finally,the music of films is introduced a s a further example of the power of music.It is hoped that we can use the information in this unit to reflect upon our own lives and build further appreciation for the wonder of music. As the saying goes, “Music is the universal language of mankind”. Let's learn from the great musicians and start an musical life!【课标要求】核心素养课标要求语言能力语言知识语音熟悉和掌握不完全爆破的发音规则，能够在日常交流中，利用这些规则听音辨音及自然流畅地进行表达。
词汇能正确使用与“音乐”主题相关的词和词块来理解和表达。
高中英语Unit5Music教案1-新人教版
高中英语Unit5Music教案1-新人教版教学目标1.了解和掌握与音乐有关的词汇和表达方式。
2.能够理解和解读与音乐有关的文章、歌词和视频。
3.通过学习和欣赏音乐，激发学生的音乐兴趣和审美能力，培养学生的情感和文化修养。
教学重点1.掌握与音乐有关的词汇和表达方式。
2.能够解读歌词，理解歌曲背后的情感和意义。
3.学习欣赏音乐，提高音乐欣赏和鉴赏能力。
教学难点1.如何解读歌词的情感和意义。
2.如何听懂和欣赏不同类型的音乐。
教学过程Step 1 导入新思维1.听一首英文歌曲，观察歌词中有哪些与音乐有关的词汇。
2.小组讨论，总结出所有相关词汇，整理成思维导图或表格。
Step 2 阅读文章1.分组阅读文章《Music and Emotion》。
2.每组讨论文章内容，回答问题：•What is music?•How does music affect our emotions?•What are the similarities and differences between music and language?3.汇报讨论结果，让整个班级进行讨论，共同探讨音乐与情感的关系。
Step 3 学习歌词1.听一首英文歌曲，观察歌词中的情感和意义。
2.逐行解读歌词，让学生理解其中的情感和意义。
3.让学生尝试用自己的语言表达歌曲背后的故事和情感。
Step 4 音乐欣赏1.播放一段不同类型的音乐，如：古典音乐、摇滚音乐、流行音乐等。
2.学生边听边记录，听完后讨论这段音乐的特点，以及它所传达的情感和意义。
3.让学生分享自己最喜欢的音乐，介绍其特点和背后的故事。
课后作业1.记录一个自己喜欢的音乐的背景和故事，以及它给自己带来的情感和启示。
2.搜索一位自己喜欢的音乐人或乐队，了解他们的音乐历程和代表作品，并选取其中一首歌曲进行分享。
总结与反思通过本节课的学习，学生们进一步了解了音乐和情感的关系，学会了用英语表达音乐和歌曲的背后故事和情感。
人教版高中英语必修第二册 《Unit 5 Music》教案
人教版高中英语必修第二册 《Unit 5 Music》教案一、教学目标1.知识目标o学生能够掌握与音乐相关的重点词汇和短语，如 “classical, folk, jazz, band, perform” 等。
o学生能够理解并运用描述音乐类型、音乐家和音乐表演的句型。
2.技能目标o学生能够听懂有关音乐话题的对话和短文，获取关键信息。
o学生能够阅读并理解关于音乐的文章，分析作者观点和态度。
o学生能够用英语谈论自己喜欢的音乐和音乐家，并简单介绍音乐对生活的影响。
o学生能够写一篇关于音乐的短文，表达个人对音乐的感受和理解。
3.情感目标o培养学生对音乐的欣赏和热爱，丰富学生的精神世界。
o激发学生通过音乐表达情感和展示个性的意识。
二、教学重难点1.教学重点o重点词汇和短语的掌握及运用。
o对课文中关于音乐知识和情感表达的理解。
o培养学生用英语表达对音乐的喜好和见解的能力。
2.教学难点o如何帮助学生准确运用丰富的词汇和句型描述音乐。
o引导学生深入理解音乐的内涵和价值。
三、教学方法1.视听教学法：通过播放音乐、视频等让学生直观感受音乐的魅力。
2.讨论交流法：组织学生讨论音乐相关话题，促进学生思维碰撞和语言表达。
3.情景创设法：创设音乐场景，让学生在情境中学习和运用语言。
四、教学过程（一）导入（5 分钟）1.播放一段不同类型的音乐片段，如古典音乐、流行音乐、摇滚音乐等。
2.提问学生：What kinds of music do you hear? How do they make you feel?（二）词汇教学（10 分钟）1.展示本单元的重点词汇和短语，结合音乐实例进行讲解。
2.开展词汇游戏，如音乐词汇猜猜猜，加强学生对词汇的记忆和理解。
（三）阅读前准备（5 分钟）1.让学生观察课文标题和图片，预测文章内容。
2.提出一些引导性问题，如：What do you think thepassage will be about music?（四）课文阅读（15 分钟）1.学生快速阅读课文，概括文章的主要内容。
unit5music课程设计
unit5 music课程设计一、教学目标本课程旨在通过Unit 5 “Music” 的学习，让学生掌握以下知识目标：了解不同国家的音乐特点、音乐家及其代表作品；理解音乐与文化的关系；掌握音乐的基本术语和乐理知识。
技能目标：能够运用英语进行音乐相关的听、说、读、写活动；能够分析并评价音乐作品；能够运用音乐知识进行创作和表演。
情感态度价值观目标：培养学生对音乐的热爱和欣赏能力；培养学生尊重不同文化背景下的音乐表达方式；培养学生积极向上的生活态度和团队合作精神。
二、教学内容本课程的教学内容将依据Unit 5 “Music” 的教材进行，主要包括以下几个部分：1. 各国音乐特点及音乐家介绍；2. 音乐与文化的关系探讨；3. 音乐基本术语和乐理知识讲解；4. 音乐作品的分析与评价；5. 音乐创作和表演实践。
三、教学方法为了提高学生的学习兴趣和主动性，本课程将采用多种教学方法，如讲授法、讨论法、案例分析法、实验法等。
具体教学方法将根据教学内容和学生的实际情况进行选择和调整。
四、教学资源教学资源包括教材、参考书、多媒体资料、实验设备等。
教材为Unit 5 “Music” 相关内容，参考书包括音乐理论书籍、音乐家传记等。
多媒体资料包括音乐视频、音频、图片等，实验设备包括乐器、音响设备等。
教学资源的选择和准备将充分支持教学内容和教学方法的实施，丰富学生的学习体验。
五、教学评估本课程的评估方式包括平时表现、作业、考试等。
平时表现主要评估学生的出勤、课堂参与度、团队合作表现等；作业包括练习题、小论文、创作和表演等，占总评的30%；考试包括期中考试和期末考试，占总评的70%。
评估方式将客观、公正地全面反映学生的学习成果。
六、教学安排本课程的教学进度将按照Unit 5 “Music” 的教材进行，教学时间为每周2课时，共计10周。
教学地点为教室和音乐实验室。
教学安排将合理、紧凑，确保在有限的时间内完成教学任务，同时考虑学生的实际情况和需要。
unit5music课程设计
unit5 music课程设计一、课程目标知识目标：1. 学生能够掌握音乐基本概念，如音高、节奏、音色等；2. 学生能够了解不同国家和地区的音乐特点，认识至少三种音乐风格；3. 学生能够识别并描述音乐中的常见乐器。
技能目标：1. 学生能够通过演唱、演奏等方式，展现对音乐的理解和表达能力；2. 学生能够运用音乐软件或乐器创作简单的旋律，培养音乐创作能力；3. 学生能够通过团队合作，完成一场音乐表演。
情感态度价值观目标：1. 学生能够培养对音乐的热爱和欣赏能力，提高审美情趣；2. 学生能够尊重和理解不同文化背景下的音乐，培养跨文化意识；3. 学生能够在音乐活动中，学会合作、沟通和表达，增强自信心。
课程性质：本课程以音乐欣赏和创作为主线，结合实践与理论，旨在提高学生的音乐素养。
学生特点：五年级学生具备一定的音乐基础，好奇心强，喜欢尝试新鲜事物，但注意力集中时间有限。
教学要求：注重启发式教学，激发学生兴趣，鼓励学生参与实践，培养自主学习能力。
教学过程中，关注学生个体差异，给予个性化指导。
通过课程目标的分解，确保学生达到预期学习成果，为后续教学设计和评估提供依据。
二、教学内容本章节教学内容主要包括以下三个方面：1. 音乐基本概念：- 音高：学习乐谱中的音高标记，如高音谱号、低音谱号；- 节奏：认识常见节奏符号，如全音符、二分音符、四分音符等；- 音色：了解不同乐器的音色特点，如弦乐、木管、铜管等。
2. 不同国家和地区的音乐特点：- 学习我国民族音乐，如《茉莉花》、《梁祝》等；- 了解西方古典音乐，如贝多芬、莫扎特等作曲家的作品；- 探索世界音乐，如非洲鼓乐、拉丁音乐等。
3. 音乐创作与实践：- 学习使用音乐软件，如GarageBand等，创作简单旋律；- 乐器演奏：练习吹、拉、弹、打等基本技巧，学会演奏一首曲目；- 团队合作：分组进行音乐表演，包括演唱、演奏、编排等。
教学内容安排与进度：第一课时：音乐基本概念（音高、节奏、音色）第二课时：不同国家和地区的音乐特点（我国民族音乐、西方古典音乐）第三课时：不同国家和地区的音乐特点（世界音乐）第四课时：音乐创作与实践（音乐软件、乐器演奏）第五课时：团队合作（音乐表演）教材章节：本教学内容与课本Unit 5音乐章节相关联，涵盖了音乐基本概念、音乐风格、音乐创作与实践等方面内容。
人教版初中英语八年级上册Unit 5 Music 教案2023
人教版初中英语八年级上册Unit 5 Music 教案2023Unit 5 Music 教案教学目标：1. 通过学习本单元的内容，使学生能够准确使用有关音乐的词汇和表达方式。
2. 培养学生的听、说、读、写的综合语言运用能力。
3. 帮助学生增加对音乐文化的了解，培养学生的音乐欣赏能力。
教学重点：1. 学习和掌握有关音乐的词汇，如乐器、音乐类型、音乐家等。
2. 学会用简单的句子表达自己对音乐的喜好和看法。
3. 培养学生的听说能力，提高对英语的理解和表达能力。
教学难点：1. 如何正确使用音乐相关的词汇和表达方式。
2. 如何帮助学生提高对英语语音的理解和表达能力。
3. 如何通过听音乐和交流来培养学生的音乐欣赏能力。
教学准备：1. 课本《人教版初中英语八年级上册》Unit 5 Music。
2. 录音机和音乐播放设备。
3. 教学课件和教学素材，包括图片、英语歌曲等。
教学过程：Step 1：Warm-up1. Greet the students and review the previous lesson about hobbies.2. Play a popular English song and ask the students if they know the song and the singer. Have a short discussion about their favorite songs and singers.Step 2：Vocabulary and Listening1. Introduce and teach new vocabulary words related to music, such as instruments, music genres, musicians, etc.2. Play an audio recording featuring different musical instruments and ask the students to identify each instrument. Discuss their favorite instrument and why.3. Play another audio recording featuring different music genres and ask the students to listen and match each genre with its description. Discuss their favorite genre and why.Step 3：Speaking and Writing1. Divide the students into pairs or small groups and have them discuss their favorite music, including genres, singers, and songs. Encouragestudents to ask each other questions using the vocabulary words they have learned.2. Ask several pairs or groups to share their favorite music with the whole class, and encourage other students to ask questions or share their thoughts.3. Have the students write a short paragraph about their favorite music, using the vocabulary words and sentence structures they have learned. Encourage creativity and provide assistance if needed.Step 4：Listening and Speaking1. Play a short English song and ask the students to listen carefully and try to understand the lyrics.2. Provide the students with the lyrics of the song and have them read and sing along. Encourage the students to pay attention to pronunciation and intonation.3. Divide the students into pairs or small groups and have them practice singing the song together. Pay attention to correct pronunciation and rhythm.Step 5：Extension Activities1. Show the students pictures of famous musicians or bands and ask them to guess their names. Provide some information about each musician or band and encourage the students to share their thoughts or ask questions.2. Play a popular English song with simple lyrics and ask the students to listen and try to fill in the missing words. Discuss the song lyrics and the students' understanding of the song.3. Assign a music-related project or presentation to the students, such as creating a poster about their favorite musician or band, writing a short review of a concert they attended, or giving a presentation about the history of a specific music genre.Step 6：Summary and Homework1. Summarize the key points and vocabulary words covered in the lesson.2. Assign homework, such as writing a diary entry about a music-related event they experienced, or researching a famous musician and writing a short biography.教学反思：本节课通过引入热身活动和多种教学方法，使学生对音乐有了更深入的了解，学会了描述自己喜欢的音乐和音乐家，并提高了他们的听说能力。
2019统编人教版高中英语必修第二册unit 5《Music》全单元教案教学设计
【2019统编版】人教版高中英语必修第二册Unit 5《Music》全单元备课教案教学设计Unit 5 MusicListening and Speaking【教学目标】1. Instruct students to get main facts by listening and motivate them to talk about the topics about music, the types of music, and how the music makes them feel.2. Develop students’ sense of cooperative learning and individual thinking capability.3. Develop students’ different listening skills to solve different listening comprehensive problems.4. Help students to understand how to use the structures “past participle as adverbial”.【教学重难点】Prompt students to talk about the related topics, such as types of music they know, their favourite type of music, how music makes them feel, and how to use past participle as adverbial.【教学过程】Step 1 Lead inThe teacher is advised to talk with their students about music.Boys and girls, before we listen, let’s work in pairs and discuss what type of music you know.Which type is your favorite? How does it make you feel? Share your ideas with partners.I know Chinese traditional music/classical music/country music/hip-hop/jazz/pop music/Latin music/rap/rock/punk…I like classical music. It makes me feel full of energy and happy.Step 2: PredictionAfter their small talk, the teacher can move on by finishing the following task: See the pictures and give the correct answers.1. What are the people doing in the picture below?2. Match the pictures with the correct types of music.A. Chinese traditionalB. classicalC. country musicD. hip-hop1_______________2_______________3_______________4_______________Step 3: Summary of the main ideaListeningI. Play the radio about The Sound of Music (音乐之声), and let students finish the following tasks.A star has come out to tell me1.___________________ to goBut deep in the dark-green shadowsAre voices that urge me to staySo I pause and I wait and I listenFor one more sound for one more lovely thing2.___________________ might say…The hills are alive with the sound of musicWith songs they have sung 3.__________________The hills fill my heart with the sound of musicMy heart 4.__________________ every song it hearsMy heart wants to beat like the wings of the birds that rise from the lake to the treesMy heart wants to sigh like the chime that flies from a church on a breezeTo laugh like a brook 5.__________________ and falls over stones in its wayTo sing through the night like a lark who is 6._____________I go to the hills when my heart is lonelyI know I will hear what I’ve heard beforeMy heart will 7.______________ the sound of musicAnd I’ll sing once moreII. The reporter paraphrased some of the answers the students gave him. Listen to the interviews again and complete the sentences with the words you hear.1. A: Country music touches my heart.B: So you like music that’s _______of _______?2. A: When I listen to hip-hop, I just have to move!B: So it makes you want to _______?3. A: Classical music makes me feel like I’m sitting beside a quiet stream and enjoying nature.B: So to you, it’s _______ and _______?Learning new wordsList the new words in the lesson, tell students the meaning of these words and give some examples.News words: classical, energy, soul…Talking projectGuide students to do speaking practice.I. Talk in pairs. Interview each other about music. Use the picture below for ideas.A: What kind of music do you like?B: I like techno music.A: What makes it so special to you?B: I like to listen to it when l exercise. It gives me energy.II. Work in pairs or groups and role play a conversation.●Suppose you are a reporter and interviewing the students who about music.➢I like to…➢Chinese traditional song/classical music/hip-hop music/country music…➢Listen to/play/sing…Unit 5 MusicReading and Thinking【教学目标】1. To acquire the basic usage of the new words and express concerning how computers and the Internet help us experience music.2. Enable students to understand the main information and text structure of the reading text.3. Enable students to understand past participle as adverbial.【教学重难点】1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2. To talk about the advantages and disadvantages of being a member of virtual choir.3. Lead students to understand past participle as adverbial;【教学过程】Step 1 PredictionAsk students the question.How can computers and the Internet help us experience music differently?Step 2: Learning new wordsLearn words:perform,enable,prove,award,and fall in love with…New words practiceIn order to have a good _______________ (perform), I have made good preparations for it．At present, developing the ___________ (able) of the students is an important task in our daily teaching activity．Step 3: Learning sentence patternsIntroduce the sentence patterns in the lesson and give some examples and explanation1. as 引导定语从句，意为“正如，正像”2. 过去分词(短语)作状语as引导定语从句的常用句式有：as is known to all 众所周知as we all know我们都知道as we can see正如我们所看到的as is reported正如报道的as is often the case这是常有的事as is mentioned above如上所述Step 4: Fast reading tasksGuide student to read the article quickly, teach some reading skills and do some exercises.Task of the first fast reading:Read quickly and figure out the key words of each paragraph.•Paragraph 1: enable•Paragraph 2: award•Paragraph 3: performanceTask of the second fast reading:1. What is mainly discussed in this passage?2. Which paragraph mentions background information about the virtual choir?3. Which paragraph mentions the conclusion of the virtual choir?Step 5: Careful reading tasksGuide student to read the article carefully and do some exercises.1. What is the attitude towards the virtual choir?2. Why does the virtual choir prove to be a good influence on the lives of many people?3. If you want to take part in a virtual choir, you need….Step 6: Study reading tasksAnalyze two difficult sentences in the text.1. Imagine having the opportunity to sing together with hundreds of other people while you are at home alone．2. A virtual choir enables them to add their voices to those of other individuals and become part of the global community．Step 7 Homework:Review what we have learned and find out the key language points in the text.Unit 5 MusicDiscovering Useful Structure【教学目标】1. Get students to have a good understanding the basic usage of past word segmentation as past segmentation as predicative and adverbial.2. Strengthen students’ great interest in grammar learning.3. Instruct students to express their ideas with this grammar correctly.【教学重难点】How to enable students to use the structure and meaning of past word segmentation as past segmentation as predicative and adverbial.【教学过程】Step 1 Lead-inGive some messages and ask students to guess who she is.英语过去分词的句子。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Unit5Music教学设计Unit5music teaching design
Unit5Music教学设计
前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校
选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据
英语课程标准的要求和针对教学对象是高中生群体的特点，将教学诸要素有序安排，确定
合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本
文下载后内容可随意修改调整及打印。
period 1 （reading）
teaching aims:
students will be able to:
sum up the main idea of each paragraph.
understand the details about the passage.
procedures:
step 1 warming-up
1.before the class begin s, let the ss enjoy “i’m a believer” played by “the beatles”.
2.let the ss enjoy some different kinds of music on the tape and ask them to match the music with the right picture.
step 2 pre-reading
talk about the famous bands in the world. （p33 pre-reading）
1.ask the ss: have you heard about any of the famous bands in the world? list some if you have.
then the teacher will show the ss some pictures of some famous bands like “the beatles”, “backstreet boys”, “west life” and “zero o’clock” on the screen and ask the ss to name the bands and tell the teacher where they come from.
2.ask the ss: which one do you like best? why?
3.ask the ss: dou you know anything about “the monkees”?
then the teacher will show the ss two pictures of “the monkees” and say: if you want to know more about “the monkees”, please turn to page33 and let’s come to reading “the band that wasn’t”.
step 3 while-reading
first reading: read the passage again then answer the following questions:
1.why do most musicians like to be in a band with others?
2.which two musical bands are mentioned in the passage?
3.how do some bands formed by high school students
earn extra money?
4.when did the “monkees” break up and when did it reunite??
second reading: get the main idea of each paragraph. （finish p35, ex 2）
step 4 post-reading
give the ss the following adjectives “popular, lively, funny, foolish, attractive, brave, crazy, noisy, classical, rich, honest, famous” and ask them to choose the ones that they think best describe “the monkees” and give their reasons. （finish p35 ex 3）
（the teacher will first ask the ss to discuss in pairs and encourage the ss to express their opinions. there is no definite answer.）
step 5 discussion
discuss the following topics in groups of four.
1.what can we learn from “the monkees”?
2.if you are to form your own band, what will you do?
（after discussion, ask the ss to express their own opinion.）
step 6 summary
today we have enjoyed some beautiful music and learn
something about some famous bands. remember:
success lies in hard work.
step 7 homework
1.retell the text.
2.collect some information about your favorite music.
-------- Designed By JinTai College ---------。